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For additional at-home activities, see the I Build! I Create! PATT Mat.
Theme 6
Week 1 Construction Terms
Week 2 Tools and Machines
Week 3 I Can Build
Week 4 I Can Create
I Build! I Create!
Dear Family,During the next four weeks, we will learn about construction
terminology, machines, and tools. Children will explore the tools
used by many different professionals including the tools that they
use in preschool. They will explore artist’s tools, carpenter’s tools,
gardener’s tools, and scientist’s tools. They will learn about simple
machines and begin to use tools for measurement. But most
importantly, they will use their imaginations as they use the tools
to build and create.
Our character education focus will be on developing the concepts of cooperation and intentionality.
LiteracyWhat fun to consider and compare the building styles of the Three Little Pigs. Help your child retell the story and then sing this simple story summary.
Three Pigs by Pam Schiller
Tune: “Five Little Ducks”One little pig went to find his wayOver the hill not far away.He built a home of flimsy straw,But his house had a fatal flaw.
The next little pig went to find his wayOver the hill not far away.He built a home of fragile sticks.He should have used his brother’s bricks.
The third little pig went to find his wayOver the hill not far away.He built a home of sturdy bricks,And he was safe from the wolf’s mean tricks.
MathChildren will continue counting, sorting, patterning, and graphing during this theme, but we will also focus on identifying geometric shapes. We will talk about sides and corners and angles. For example, your child will be comparing different four-sided figures and determining which ones are squares and which ones are rectangles.
You may want to prepare a shape meal. Cut the foods into circles, squares, triangles, or rectangles. Discuss the shapes and enjoy eating them.
● Try a circle lunch of carrot coins, round cracker stacks layered with cheese, banana slices, and salami.
● Enjoy a square breakfast of French toast (trim bread into squares before cooking) with a pat of butter and melon cubes.
Notes
FSPK_Letters_English.indd 35 6/7/11 8:12 AM
©2010 Frog Street Press, Inc. Family Connections CD
Paren
ts A
re Te
ache
rs Too
Them
e 6
Mat
hTh
eme
Job
Lite
racy
Outd
oors
Calm
ing
Stra
tegy
I Bu
ild! I Cr
eate
!
Prac
tice
writ
ing
lett
ers a
nd w
ords
w
ith m
any
diffe
rent
writ
ing
tool
s. Tr
y us
ing
your
fing
ers,
mar
kers
, cr
ayon
s, pa
ints
, and
eve
n fr
ostin
g!
Build
a p
aper
cup
tow
er. P
lace
thre
e cu
ps u
psid
e do
wn
on a
flat
surf
ace.
La
y a
piec
e of
car
dboa
rd o
n to
p of
the
cups
. Put
thre
e m
ore
cups
on
top
of th
e ca
rdbo
ard.
Con
tinue
al
tern
atin
g cu
ps a
nd c
ardb
oard
. H
ow ta
ll ca
n yo
u m
ake
the
tow
er?
How
man
y cu
ps d
id y
ou u
se? W
hat
happ
ens w
hen
you
chan
ge th
e nu
mbe
r of c
ups i
n ea
ch la
yer?
Wha
t ha
ppen
s if y
ou c
hang
e th
e po
sitio
n of
the
cups
? Enj
oy b
uild
ing
and
coun
ting.
Don
’t fo
rget
to m
ake
a re
cord
of y
our b
uild
ings
.
Pain
t with
wat
er. C
hoos
e a
pain
t-br
ush,
and
fill
a sm
all b
ucke
t or c
an
with
wat
er. D
ip th
e br
ush
in th
e w
ater
and
pai
nt w
alls,
tree
s, fe
nces
, ga
tes,
mai
lbox
es, a
nd la
wn
furn
iture
.
With
a m
embe
r of y
our f
amily
, pl
an a
visi
t to
a co
nstr
uctio
n sit
e.
Talk
abo
ut th
e eq
uipm
ent y
ou w
ill
see.
Dur
ing
the
visit
, thi
nk a
bout
w
hat i
s hap
peni
ng a
nd w
hat j
obs
the
diffe
rent
pie
ces o
f equ
ipm
ent
do. Th
ink
abou
t whe
ther
any
of
the
gian
t mac
hine
s use
sim
ple
mac
hine
s. Ta
ke p
hoto
s of y
our v
isit.
Look
at b
ooks
abo
ut th
e tr
ucks
and
co
nstr
uctio
n eq
uipm
ent.
See
if th
e bo
ok sh
ows s
ome
of th
e eq
uipm
ent
you
saw
. Visi
t the
site
ano
ther
tim
e.
Has
any
thin
g ch
ange
d?
Teac
h so
meo
ne in
you
r fam
ily h
ow to
do
the
Pain
ter’s
Rea
ch c
alm
ing
stra
tegy
.Pr
eten
d to
hol
d a
pain
tbru
sh in
you
r rig
ht h
and
and
pain
t a p
rete
nd c
anva
s.
Star
t by
reac
hing
as h
igh
as y
ou c
an
with
you
r rig
ht h
and
to th
e le
ft si
de o
f yo
ur c
anva
s. Pa
int a
ll th
e w
ay d
own
to
the
grou
nd o
n yo
ur ri
ght s
ide,
mov
ing
diag
onal
ly a
cros
s you
r bod
y.
Aft
er a
few
stro
kes,
chan
ge h
ands
. Beg
in
pain
ting
with
you
r lef
t han
d hi
gh o
n th
e rig
ht si
de o
f you
r can
vas.
Pain
t all
the
way
do
wn
acro
ss y
our b
ody
to th
e gr
ound
on
your
left
side
.
Inha
le a
s you
reac
h, a
nd e
xhal
e as
you
m
ove
your
pre
tend
bru
sh to
war
d th
e gr
ound
.
FSPK
_PAT
T_En
glis
h.in
dd
6211
/3/1
0 2
:02
PM
©20
10 F
rog
Stre
et P
ress
, Inc
. Fa
mily
Con
nect
ions
CD
PA
TT M
at
Date Teacher
Literacy Math
• Unite- Sing "If You're Clever and You
Know It"(p.184) This week we will be
learning about words that describe
colors, shapes, sizes, and positions.
• Calming- Invite the children to
perform Balloon.
•Connect - Implement the Absent
Child and Welcome Back Rituals.
Play "My School Family" (.p.180).
Commit- Implement the Safe Keeper
and Daily Commitment Rituals.
• Morning Message- Cindy Circle and
Suzy Square like to sing.
Moving and
Learning
Cooperative Musical Circle • Círculos
musicales de colaboración game
Spanish Vocabularyángulo, círculo, comparación, colaboración, geométrico, hexágono, octágono, óvalo, posición, rectángulo, rombo, figuras, inclinado, espacial, cuadrado, trapecio,
triángulo
• Unite- Sing "Open, Shut Them"
(p.187) Today we will discuss words
that tell where something is located or
should be placed.
• Calming- Review Kite Breathing
(p.168)
•Connect - Implement the Absent
Child and Welcome Back Rituals.
Have children find a partner and
perform "Here's the Bunny!" (p.168)
Commit- Implement the Safe Keeper
and Daily Commitment Rituals.
• Morning Message- I can put together
two rectangles and make a new
shape.
“Little Ants” • “Hormiguitas” action
song
“Hands and Fingers” • “Manos y
dedos” action song
• Form shapes with bodies
• Match oral shape name to pattern
block
Centers
• Creativity Station-Make shape
patterns with stencils
• Language and Literacy-Retell a story
with props
• Pretend and Learn-Arrange pretend
cookies on trays
Day 3 Day 5Day 4Day 2
Greeting Circle
“Three Straight Sides” • “Tres lados
rectos” ball-rolling song
“Rainbow Dancers” • “Bailarines de
colores” ribbon dance
•Unite-Teach the song "Three Straight
Sides" (p.192) Today we will be
learning about triangles
• Calming- Ask for three volunteers.
Position the volunteers in a triangle.
Have the remainder of the class form
groups of three and position their
bodies into a triangle. Have the
groups inhale as they raise their arms,
collapsing their triangle, and then
exhale, and then exhale as they lower
their arms and fall back into the
position of a triangle.
•Connect - Implement the Absent
Child and Welcome Back Rituals.
Review "Three Nice Mice" (p.170).
Commit- Implement the Safe Keeper
and Daily Commitment Rituals.
• Morning Message- Trixie Triangle
and Rudy Rectangle are friends.
• Unite-Sing "Twinkle,Twinkle Little
Star" change the words from diamond
to rhombus (p. 193) Today we will be
learning about the rhombus and
trapezoid. •
Calming- Implement Kite Breathing
(p.168)
•Connect - Implement the Absent
Child and Welcome Back Rituals.
Commit- Implement the Safe Keeper
and Daily Commitment Rituals.
• Morning Message-Renee Rhombus
has four equal side.
Day 1LESSON
COMPONENTS
• Introduce the prefix tri-
• Compare and describe attribute
buttons
Centers
• Fine Motor-Form shapes with
chenille wires
• Play Button Change-O
.
• Identify colors in photographs
• Create lists of familiar color objects
Centers
• Language and Literacy-Make a fruit
salad
• Creativity Station-Create a tissue
paper collage
• Develop purpose for directional
words
• Follow directions that require
understanding position words
Centers
• ABC-Spell names with magnetic
letters
• Gross Motor Area-Toss beanbags in
box
• Creativity Station-Draw on folded
paper
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
• Learn a finger play about circles
• Introduce idea circle stands for unity
Centers
• Creativity Station-Trace circles
• Library and Listening-Listen to a
story
TechnologyABC and XYZ; Reading Buddy
• Unite-Sing "If You're Clever and You
Know It" (p.184) Today we will learn
about hexagons and octagons.
• Calming-Invite children to select a
calming strategy to implement.
•Connect - Implement the Absent
Child and Welcome Back Rituals.
Invite children to greet six people with
a high five and say the word hexagon
each time. Commit-
Implement the Safe Keeper and Daily
Commitment Rituals.
• Morning Message-Oscar the
Octagon has eight sides.
Lesson Plans for I Build! I Create! • Construction Terms (Week 1)2/5/2018 Ms. Kari
geometric, geométricoWonderful Word
Vocabulary and Alliteration
Character
Education
Cooperation, Colaboración
Intentionality, Intencionalidad
Letter
Knowledge
English-R, r, T, t, I, i
Spanish-R, r, T, t, I, iGeometry and Spatial Sense
English Vocabularyangle, circle, comparison, cooperation, geometric, hexagon, octagon, oval, position, rectangle, rhombus, shapes, slanted, spatial, square, trapezoid, triangle
Day 3 Day 5Day 4Day 2Day 1LESSON
COMPONENTS
• Gross Motor Area-Play a beanbag
tossing game using various laminated
triangles
• Construction Center-Build only
with triangular and rectangular blocks
• Gross Motor Area-Play a beanbag
tossing game using a laminated
hexagon and an octagon
• Construction Center-Build only with
rectangular blocks
• Gross Motor Area-Play a beanbag
tossing game using all of the shapes
• Construction Center-Add large and
small boxes for building
“Tillie the Triangle” • “Tita el
Triángulo” prop story
• Associate shapes with common
foods
• Recognize letter T
Can You See the Shapes? • ¿Ves las
figuras?
• Review geometric shapes
• Find triangles on clothing
• Writer's Corner-Do rubbings of
shapes
• Introduce the terms angle, obtuse,
and acute
• Make right angles with AngLegs
Centers
• Math-Sort cards by shapes
• Gross Motor-Make shadow angles
Math- Work in math book on grouping
items
• Introduce term quadrilateral
• Construct models of rhombi and
trapezoids
Centers
• Math-Construct models of angles
• Contruction-Arrange blocks to match
blueprint
Math-Guess and check show the
children a cup have them guess how
many blocks will fit then check if they
were correct
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
PATHS- Read "Twiggles learns to do
the turtle" talk about how we use
problem solving to make good
choices Character Eduation
Cooperation- Playa cooperative game
have the children sit in a circle abd
pass items around the circle talk
about how it takes cooperation to get
the item around the circle
Weekly Learning
Centers
Can You See the Shapes? • ¿Ves las
figuras?
• Discuss role of author and illustrator
• Introduce circle and square
The Button Story • El cuento del
botón
• Discuss story illustrations
• Begin writing a story
Phonics-Play letter bingo
• Writer's Corner-Play tic-tac-toe
Math and Science
• Make models of squares and circles
• Find squares and circles in
classroom
Centers
• Science-Experiment with straw
rollers
• Creativity Station-Print with jar lids
Math- review more and less show the
children a picture give then directons
on how to draw a group of items using
the words more or less
Cooperation- Sing "The more we get
togther" introduce the virtue
cooperation read "Big Pumpkin" talk
about how it took cooperation to gert
the pumpkin out of the ground
• Gross Motor Area-Play a beanbag
tossing game using a laminated circle
and a square
• Construction Center-Build only with
square and circular blocks
• Gross Motor Area-Describe the
location of their beanbags in
relationship to their target (on top of,
beside, below, above, near, far)
• Construction Center-Build garages
Manners-Review manners lesson on
VIP introductions
• Counts the sides on shapes
• Create models of octagons and
hexagons
Centers
• Writer's Corner-Trace shape stencils
• Math-Copy fish with pattern blocks
Math- Review guess and check in
math book
• Identify the numeral 0
• Place blocks following spatial
directions
Centers
• Gross Motor Area-Race cardboard
rings
• Creativty Station-Glue shape cutouts
into design
Math-Review chapter 5 ordering,
grouping and recognizing numbers to
20
“Song of the Kites” (Cultural Rhymes •
Rimas culturales flip book)
• Introduce rhombus • rombo
• Discuss experiences with kites
The Button Story • El cuento del
botón
• Continue writing story
Phonics- High frequency words.
Phonics book.
• Writer's Corner-Write color words
Can You See the Shapes? • ¿Ves las
figuras?
• Review geometric shapes
• Introduce hexagon and rhombus
“Smart Cookie’s Creative Cookies” •
“Las galletas creativas de Galletita
Lista” story folder
• Identify problem solving in story
• Recall story details
• Writer's Corner-Trace shape
stencils
Hands and Fingers • Manos y dedos
• Predict story content
• Supply position words in context
Twinkle, the Little Star • Chispita la
estrellita
• Note spatial words
• Recall story details
Phonics-Review high-frequency
words. Phonics book.
• Writer's Corner-Have children
practice marking an X in, outside on
top of, below and beside a circle
PATHS-Provide a snack for the
children in different flavors make a
chart of which flavor choices the
children like best
• Invite children to play parachute
games
that focus on spatial and positional
vocabulary
Closing Circle• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Outdoor Learning
• Invite children to play with Frisbees
and
Hula-hoops. Point out that both items
are
circular. Have children stand in a
square.
Ask a volunteer to count the sides and
• Have the children stand in a
rectangle.
Ask volunteers to identify the long
sides, short sides, and angles. Count
the
sides. Have children look for
rectangles
• Provide colored sheets of
cellophane.
Have children create colored shadows
on the playground
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Take a walk around the school,
looking
for street signs. Make a list of shapes
the
children find
Day 3 Day 5Day 4Day 2Day 1LESSON
COMPONENTS
• Is able to increase or decrease
intensity of emotions more
consistently, although adult guidance
is sometimes necessary
• Demonstrates use of location words
• Produces a word that begins with the
same sound as a given pair of words
• Uses category labels to understand
how words and objects relate to each
other
• Asks and answers appropriate
questions about the book
• Recognizes at least 20 letter sounds
• Shows understanding by responding
appropriately
• Shows understanding by following
two-step oral directions, and usually
follows three-step directions
• Names common shapes
• Creates shapes
• Coordinates sequence of
movements to perform tasks
• Participates in classroom music
activities
Learning Goals
• Increasingly interacts and
communicates with peers to initiate
pretend play scenarios that share a
common plan and goal
• Produces a word that begins with the
same sound as a given pair of words
• Recognizes at least 20 letter sounds
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Combines ideas for complex
sentences
• Names common shapes
• Demonstrates understanding of
terms used in the instructional
language of the classroom
• Shows competence in initiating
social interactions
• Names at least 20 upper- and at
least 20 lowercase letters
• Creates shapes
• Demonstrates use of location words
• Describes attributes
• Uses art as a form of creative self-
expression and representation
• Identifies equal and unequal sets
• Is aware of where own body is in
space, respects personal boundaries
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Recognizes at least 20 letter sounds
• Shows interest in books
• Asks and answers appropriate
questions about the book
• Recognizes at least 20 letter sounds
• Uses category labels to understand
how words and objects relate to each
other
• Provides appropriate information for
various situations
• Retells or reenacts a story after it is
read aloud
• Names common shapes
• Creates shapes
• Describes attributes
• Describes, observes, and
investigates properties and
characteristics of common objects
• Shows competence in initiating
social interactions
• Demonstrates receptive vocabulary
(three to four thousand words)
• Produces a word that begins with the
same sound as a given pair of words
• Provides appropriate information for
various situations
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Uses books and other written
materials to engage in prereading
behaviors
• Demonstrates understanding of
terms used in the instructional
language of the classroom
• Uses a wide variety of words to label
and describe people, places, things,
and actions• Names common shapes
• Creates shapes
• Recognizes and compares heights or
lengths of people or objects
• Shows understanding by responding
appropriately
• Initiates problem-solving strategies and
seeks adult help when necessary
• Demonstrates use of location words
• Produces a word that begins with the
same sound as a given pair of words
• Is able to increase or decrease
intensity of emotions more
consistently although adult guidance
is sometimes necessary
• Shows competence in initiating
social interactions
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Asks and answers appropriate
questions about the book
• Shows initiative in independent
situations and persists in attempting to
solve problems
• Demonstrates receptive vocabulary
(three to four thousand words)
• Shows understanding by following
two-step oral directions, and usually
follows three-step directions
• Creates shapes
• Demonstrates understanding that
when counting, the items can be
chosen in any order
• Names common shapes
• Identifies and creates common
features in her immediate
environment
• Collects data and organizes it in a
1. Locate the take-hom
e storybook on the Family Connections CD
. The first page of the file on the CD is the optional cover.
When you have printed the cover, cut the page lengthw
ise and discard the directions.
2. The next tw
o pages of the file on the CD are the eight pages of the story. If your printer allow
s you to print two-sided, do just
that. If you can only print one-sided, print the two pages.
3. Reproduce the story on one tw
o-sided page. If you printed on two pages from
the CD, select the option on your copy m
achine that allow
s you to output one two-sided copy from
two one-sided pages.
4. Cut the pages in half lengthw
ise and fold in half (hamburger fold) aligning the pages in num
erical order.
5. Lay the cover behind the folded inside pages and staple.
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w to
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e T
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ry
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©2010 Frog Street Press, Inc. Family Connections CD Pulley Breathing
Pulley Breathing© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
● Pretend you are pulling and releasing a pulley rope that is tied to a heavy load.
● Inhale slowly as you p-u-l-l the rope down, and exhale completely as you release the rope.
● Repeat five or six times.
Pulley Breathing© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
● Pretend you are pulling and releasing a pulley rope that is tied to a heavy load.
● Inhale slowly as you p-u-l-l the rope down, and exhale completely as you release the rope.
● Repeat five or six times.
Pulley Breathing© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
● Pretend you are pulling and releasing a pulley rope that is tied to a heavy load.
● Inhale slowly as you p-u-l-l the rope down, and exhale completely as you release the rope.
● Repeat five or six times.
Pulley Breathing© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
● Pretend you are pulling and releasing a pulley rope that is tied to a heavy load.
● Inhale slowly as you p-u-l-l the rope down, and exhale completely as you release the rope.
● Repeat five or six times.
Pulley Breathing© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
● Pretend you are pulling and releasing a pulley rope that is tied to a heavy load.
● Inhale slowly as you p-u-l-l the rope down, and exhale completely as you release the rope.
● Repeat five or six times.
Pulley Breathing© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
● Pretend you are pulling and releasing a pulley rope that is tied to a heavy load.
● Inhale slowly as you p-u-l-l the rope down, and exhale completely as you release the rope.
● Repeat five or six times.
Date Teacher
Literacy Math Measurement, Counting Non-standard Units
English Vocabulary
Oral Language and Phonological
Awareness (alliteration, compound words)
Character
Education
Cooperation, Colaboración
Intentionality, Intencionalidad Technology
Letter
Knowledge
English - D, d, S, s, L, l
Spanish - D, d, S, s, L, l
Lesson Plans for I Build! I Create! • Tools and Machines (Week 2)Ms. Kari
machinery, maquinariaWonderful Word Sounds and Rhymes; Writer's Corner; Tux Paint
.
Tools That Help Me • Herramientas
que me ayudan
• Introduce Table of Contents
• Discuss tools used by those with
special needs
Shubert’s New Friend
• Discuss tolerance and acceptance of
differences
• List how to help friends with special
needs.
“Bake a Cake” • “Preparar un pastel”
action story
• Act out a story
• Distinguish between tools and
ingredients
“Make Tortillas” • “Preparar tortillas”
action story
• Recall story details
• Compare the way tortillas and cake
“The Shoemaker and the Elves” • “El
zapatero y los duendes” story folder
• Learn about a shoemaker’s tools
• Compare a poem and a story
“My Grandmother’s Garden” • “El
jardín de mi abuelita” listening story
• Identify garden tools
• Discuss the value of garden tools
Machines Large and Small •
Máquinas grandes y pequeñas
• Introduce machines that move things
• Discuss opposites
“The Great Enormous Rock” • “Una
piedra
enorme” story folder
• Change a story by introducing a new
element
• Match tools to a purpose.
Machines Large and Small •
Máquinas grandes y pequeñas
• Introduce tools that dig
• Compare shovels and front-end
loader
“Little Red Hen” • “La gallinita roja”
story folder
• Identify tools used in story
• Label wheelbarrow as compound
word
“Push, Pull, Swing” action song Tug-of-Peace game
• Read a story about helping hands
• Identify tools in the story
Centers
• Construction-Practice hammering
• Creativity Station-Draw someone
using a tool
• Library and Listening-Retell a story
with story props
.
• Introduce simple machines
• Develop concept—machines make
work easier
Centers
• Fine Motor-Make a collage
• Library and Listening-Listen to a story
• Language and Literacy-Retell a story
in a new way
• Introduce alliteration
• Discuss front-end loader
Centers
• Language and Literacy-Change a
familiar story
• Library and Listening-Listen to a story
LESSON
COMPONENTS
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
• Develop kitchen tool vocabulary
• Discuss the value of tools
Centers
• Sensory Table-Explore kitchen tools
• Language and Literacy-Match
concrete tools to shadows
Greeting Circle
• Unite- Sing "Someone's in the
Kitchen with Dinah"(p.190) This week
we will learn how tools and machines
help with creating and constructing.
• Calming- Invite the children to
perform Belly Breathing (p.168)
• Connect- Implement Absent Child
and Welcome Back Rituals. Play "I
Wish You Well" (p.179)
Commit- Implement Safe Keeper and
Daily Commitment Rituals.
• Morning Message- List some kitchen
tools you like to use.
Moving and
Learning
“Peanut Butter and Jelly” • “Manteguilla
de cacahuate y mermelada” action
song
• Unite- Sing "Where is A?" (p 192)
Today we will focus on tools and
machines that are helpful for people
with special needs.
Calming Strategy: Practice calming
strategies that will work for someone
who is restricted to a wheelchair.
Connect: Implement Absent Child and
Welcome Back Rituals. Sing "That
Was Helpful" (P.176).
Commit- Implement Safe Keeper and
Daily Commitment Rituals.
• Morning Message: Hearing aids
make sounds louder.
.
Day 4
• Unite- Sing "Johnny Works with One
Hammer"(p.184) Today we will learn
about work tools.
Calming Strategy: Choose a calming
strategy ( P.168).
Connect: Implement Absent Child and
Welcome Back Rituals. Review
"Georgie Porgie" (p 172)
Commit- Implement Safe Keeper and
Daily Commitment Rituals.
• Morning Message: Saws and
screwdrivers are tools.
• Unite- Sing "My Little Red Wagon"
Today we will be learning about
machines that make work easier.
Calming Strategy: Teach children
Pulley Breathing (P.168).
Connect: Implement Absent Child and
Welcome Back Rituals. Review " Row,
Row, Row the Boat" (P.170). Sing
"Bye-bye, Crankies" (p 173)
Commit- Implement Safe Keeper and
Daily Commitment Rituals.
• Morning Message: Which tools push
and pull?
“Push, Pull, Swing” song and
pantomime
I Spy • Yo veo game
• Unite- Teach children "Front-End
Loader" (p 182). Today we will learn
about diggers and drillers.
Calming Strategy: Demonstrate using
a pretend shovel.
Connect: Implement Absent Child and
Welcome Back Rituals. Invite children
to help create an Automated Machine
Greeting (P.172). Commit-
Implement Safe Keeper and Daily
Commitment Rituals.
• Morning Message: Which tools dig
and drill?
tools, machinery, constructing, funnel, more, less, same, hammer, scissors, shovel, bulldoze, graders, move, push, pull, lift, inclined plane, pulley
Spanish Vocabularyherramientas, maquinaria, construir, embudo, más, menos, lo mismo, martillo, tijeras, pala, excavadora, niveladora, mover, empujar, jalar, levantar, plano inclinado,
polea
Day 1 Day 2 Day 3
• Introduce tools for individuals with
special needs
• Demonstrate some of the tools
Centers
• Math-Measure classroom openings
• Sensory Table-Explore tools that help
with vision
• Science-Demonstrate magnifying
sound
Day 5
LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3 Day 5
• Look on the playground and around
the outside of the school for handicap
accessible modifications (ramps,
railings, door exits, height of water
fountains).
Closing Circle• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Provide funnels, colanders, and
strainers for sand play.
• Encourage children to use chalk to
create sidewalk art. Ask if the chalk is
a tool.
• Discuss playground equipment in
terms of tools and machines.
• Find a spot on the playground where
children can dig. Provide digging tools
(shovels, hand shovels) and invite
children to dig. Encourage them to pay
close attention to things that are
unearthed.
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Outdoor Learning
Character
Education
Intentionality- Display the word card
use PAC # 13 talk about how the
grandmother is intentional in the care
of her flowers
• PATHS - use the "Do the Turtle
Sequence Card" to talk about
appropriate times to use the turtle talk
about the "safe place"
Manners- Review the lesson on the 5
uses of a napkin
Math and Science
• Compare tablespoon and teaspoon
• Understand that a big spoonful is
greater than a small spoonful
Centers
• Sensory Table-Practice counting
spoonfuls
• Science-Discuss tool safety rules
Math-Use counting cubes to measure
various items in the class
• Introduce the tape measure
• Solve a measurement problem
Centers
• Creativity Station-Print a pattern
• Math-Measure yarn with connecting
cubes
• Categorize tools by the way they
move
• Investigate pulleys
Centers
• Sensory Table-Compare textured
surfaces when drawing
• Science-Sort tools
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Construct and measure ramps
• Organize data from survey
Centers
• Science-Construct and test ramps
• Math-Compare high and low inclines
Safety
• Model calling 911 in an emergency
Cooperation- have the children work
together to make a classroom quilt
• Confirm units of measurement must
be the same size
Centers
• Sensory Table-Measure with
connecting cubes
• Math-Measure with AngLegs
• Pretend and Learn-Use an eggbeater
to create bubbles in a bucket of soapy
water
• Science-Experiment with rocks and
erosion
• Fine Motor-Provide nuts and bolts or
locks and keys for children to
manipulate
• Pretend and Learn-Explore a toolbox
of toy tools
• Science-Experiment with movement
• Fine Motor-Encourage children to
dismantle nonfunctioning working
clocks, watches, and music boxes
Weekly Learning
Centers
• Pretend and Learn-Make cookies
with play dough
• Science-Experiment with sand and
funnels
• Fine Motor-Sweep pebbles into a
scoop with a pastry brush
• Pretend and Learn-Pretend to be the
Little Red Hen baking her bread
• Science-Experiment with building and
using a ramp
• Fine Motor-Explore with sand and a
variety of digging tools
• Pretend and Learn-Provide drawing
paper and marking pens. Invite
children to print name cards or exit
signs using large letters for children
who are visually impaired.
• Science-More exploration with a
ramp
• Fine Motor-Identify objects using only
sense of touch
LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3 Day 5
• Seeks to understand print
• Produces a word that begins with the
same sound as a given pair of words
• Recognizes at least 20 letter sounds
• Demonstrates receptive vocabulary
(three to four thousand words)
• Knows that objects or parts of an object
can be counted
• Counts up to ten items and demonstrates
that the last count indicates how many
items were counted
• Recognizes and compares heights or
lengths of people or objects
• Demonstrates an understanding and
tolerance for unique characteristics of
others
• Demonstrates an understanding that
others have perspectives and feelings
that are different from her own
• Names at least 20 upper- and at
least 20 lowercase letters
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Seeks to understand print
Learning Goals
• Begins to understand difference and
connection between feelings and
behaviors
• Demonstrates empathy and caring
for others
• Produces a word that begins with the
same sound as a given pair of words
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Is able to increase or decrease intensity of
emotions more consistently, although adult
guidance is sometimes necessary
• Increasingly interacts and communicates with
peers to initiate pretend-play scenarios that share
a common plan and goal
• Produces a word that begins with the same
sound as a given pair of words
• Uses information learned from books by
describing, relating, categorizing, or comparing
and contrasting
• Asks and answers appropriate questions about
the book
• Uses a wide variety of words to label and
describe people, places, things, and actions
• Begins to understand difference and
connection between feelings and
behaviors
• Demonstrates empathy and caring for
others
• Produces a word that begins with the
same sound as a given pair of words
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Uses category labels to understand how
words and objects relate to each other
©2010 Frog Street Press, Inc. Family Connections CD Calming Affirmations
Calming Affirmations © Becky Bailey
Repeating these affirmations when feeling upset may help your child relax and regain composure. Your child always has a choice. Choosing to calm down before acting when he or she is upset is a smart and helpful choice.I am safe. I am calm. I can handle this.
Calming Affirmations © Becky Bailey
Repeating these affirmations when feeling upset may help your child relax and regain composure. Your child always has a choice. Choosing to calm down before acting when he or she is upset is a smart and helpful choice.I am safe. I am calm. I can handle this.
Calming Affirmations © Becky Bailey
Repeating these affirmations when feeling upset may help your child relax and regain composure. Your child always has a choice. Choosing to calm down before acting when he or she is upset is a smart and helpful choice.I am safe. I am calm. I can handle this.
Calming Affirmations © Becky Bailey
Repeating these affirmations when feeling upset may help your child relax and regain composure. Your child always has a choice. Choosing to calm down before acting when he or she is upset is a smart and helpful choice.I am safe. I am calm. I can handle this.
Calming Affirmations © Becky Bailey
Repeating these affirmations when feeling upset may help your child relax and regain composure. Your child always has a choice. Choosing to calm down before acting when he or she is upset is a smart and helpful choice.I am safe. I am calm. I can handle this.
Calming Affirmations © Becky Bailey
Repeating these affirmations when feeling upset may help your child relax and regain composure. Your child always has a choice. Choosing to calm down before acting when he or she is upset is a smart and helpful choice.I am safe. I am calm. I can handle this.
Date Teacher
Literacy Math Classifying, Data Analysis
English Vocabulary
Sentence Structure, Vocabulary, Oral Language
Character
Education
Cooperation, Colaboración
Intentionality, Intencionalidad Technology
Letter
Knowledge
English-C, c, N, n, B, b
Spanish-C, c, N, n, B, b
Lesson Plans for I Build! I Create! • I Can Build (Week 3)02/19/18-02/23/18 Ms. Kari
construct , construirWonderful Word Words, Words, Words; Reading Buddy; Tux Paint
“The Giants of the City” • “Los gigantes
de la ciudad” listening story
• List structures in city
• Introduce idea of building friendships
The Do-Nothing Machine • La
máquina de no hacer nada
• Identify building materials
• Name the machine
Phonic-Site word Review play a game
of site word bingo
This Way to Pre-K • Camino a Pre-
Kinder
• Introduce title page, author,
photographer
• Compare book with classroom
The Do-Nothing Machine • La
máquina de no hacer nada
• Introduce vocabulary in context
• Compare tools in book with
classroom tools
Phonic- Work on letter Yy in phonic
book
Homes for Everyone • Casas de todos
clases
• Compare theme project to structures
• Introduce composition
Giants Made by People • Gigantes
hechos por el hombre
• Identify purposes of structures
• Introduce model and intentionality
Phonic- Work on letter Yy in phonic
book
“Reagan’s Journal” • “El diario de
Reagan”
• Connect experiences with journal
entry
• Think about solving construction
problems
“The Baby Bluebird Story” • “El cuento
del pajarito bebé azul” fold-and-cut
story
• Enjoy a creative story experience
• Discuss paper constructions
Phonic- Add letter Y to phonic picture
word journal
“Jack the Builder” • “Juan el
constructor”
(Nursery Rhyme • Cuentos de
Infantiles flip chart)
• Analyze sentence construction
• Identify rhyming words
“Animal Habitats and Homes” • "Los
hábitats y las casas de los animales”
story folder
• Discuss terms—habitats and homes
• Describe raw materials used to build
homes
Phonic- Read the phonics book story
for letter Y.
Drum to marching music Dance with streamers
• Brainstorm uses for a box
Centers
• Creativity Station-Create something
from a box
• Pretend and Learn-Wrap a box
• Math-Stack graduated boxes
• Explore different kinds of paper
• Answer what if questions
Centers
• Writer's Corner-Make paper dolls
• Creativity Station-Paint a picture
• Fine Motor-Construct paper chains
• Build long sentences
• Write a story for a wordless book
Centers
• Library and Listening-Tell a story
• Writer's Corner-Draw or write in
journal
• Language and Literacy-Construct
sentences with word cards
LESSON
COMPONENTS
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
• Discuss building projects
• Introduce construct or construir
Centers
• Writer's Corner-Form letters with
blocks
• Construction-Build a home
• Library and Listening-Listen to a book
Greeting Circle
• Building community- Sing "Stack the
Blocks" (p 188) This week we will
continue learning about construction.
Today we will learn about constructing
things with blocks.
• Morning Message- I can build with
blocks.
Calming strategy: Encourage the
children to choose a calming strategy.
Connect- Implement Absent Child and
Welcome Back Rituals. Play "It Starts
In The Heart" Commit-
Implement Safe Keeper and Daily
Commitment Rituals.
Moving and
LearningCreate a music ensemble
• Building community- Sing "Hello
Friend" (p183)
• Morning Message- Now we can build
friendships with our classmates.
Calming Strategy: Choose a calming
strategy that can implement with a
friend.
Connect- Implement Absent Child and
Welcome Back Rituals. Sing "Caring
Friends" (p172) Commit-
Implement Safe Keeper and Daily
Commitment Rituals.
Day 4
• Building community- Teach the
children "Rectangles and Squares"
(p188) Today we will learn about things
wwe can make with boxes.
• Morning Message- Building with
boxes can be fun.
Calming Strategy: Invite children to
choose a strategy.
Connect- Implement Absent Child and
Welcome Back Rituals.
Commit- Implement Safe Keeper and
Daily Commitment Rituals.
• Building community-Sing " When
Sammy Put the Paper on the Wall"(p
193) Today we will learn about
constructing thins with paper and odd
materials like pumpkin shells.
• Morning Message- What can we
build now with newspaper?
Calming Strategy: Encourage children
to choose a calming strategy and
perform it.
Connect- Implement Absent Child and
Welcome Back Rituals. Review "Peter,
Peter" (p170) Commit-
Implement Safe Keeper and Daily
Commitment Rituals. Invite children to
dance to "Shubert Shuffle".
Play a musical adding-on game Follow musical directions for greeting
friends
• Building community- Sing the song
"The Green Grass Grew All Around"
(p184) Today we will learn about
constructing sentences.
• Morning Message- I can build.
Calming Strategy: Practice the S.T.A.R
strategy.
Connect- Implement Absent Child and
Welcome Back Rituals.
Commit- Implement Safe Keeper and
Daily Commitment Rituals.
assemble, build, caring, category, cleverness, concrete, construction, cooperation, deeds, foundation, friend, habitats, homes, intentions, loquacious, model, raw
materials, sort, structure
Spanish Vocabularyensamblar, construir, cuidado, categoría, inteligencia, concreto, construcción, colaboración, acciones, cimiento, amigo, hábitats, casas, intenciones, locuaz, modelo,
materia prima, clasificar, estructura
Day 1 Day 2 Day 3
• Develop a word web about friends
• Discuss letters in friend and
amigo(a)
Centers
• Writer's Corner-Trace letters using
gel bag
• Creativity Station-Create Photo
Activity Cards
• Fine Motor-Play tic-tac-toe
Day 5
LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3 Day 5
• Play cooperative games (p. 197) with
the parachute.
Closing Circle• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Provide indoor blocks for outdoor
building.
• Encourage children to build box
towers and knock them down with
balls.
• Add paper bag blocks to the
cardboard boxes for building.
• Provide markers for children to
decorate and label their outdoor
buildings.
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Outdoor Learning
Character
Education
PATHS- Sing "Five in the Bed" talk
about how this would make you feel
comfortable or uncomfortable
Play the cooperative game what's in
the box , talk to the children about how
they have to work together to figure
out what's in the box
Manners- Review address and the
uses of the telephone Lesson 6
Math and Science
• Sort blocks by size and geometric
categories
Centers
• Creativity Station-Create a patterned
pathway
• Math-Sort blocks by use
Math- Give the children a basket of
items have them use cubes to
measurie the items
• Introduce geometric vocabulary
• Compare shapes of box faces
Centers
• Fine Motor-Build a machine
• Math-Construct shapes with
connecting cubes
Math- Work in math book on
measuring on pages 135-138
• Build five-cube arrangements
• Compare and sort by rules
Centers
• Science-Explore ways to connect
paper
• Math-Build unique five-cube
arrangements
Math- Give the children items have
them measure the items with various
tool ETC> cubes, Paper clips
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Sort by attributes old and new
• Graph data collected
Centers
• Science-Observe effects of aging
(banana)
• Math-Observe effects of aging
(coins)
Math-Reivew how to maesure using
non -standard units of measuring give
the children choices and then check
which answer is correct
PATHS - Read "Beach day " By Karen
Roosa have the children pretend to be
at the beach and have them express
how they feel
Talk about the words caring and
friendship , Have the children make
friendship bracelets and trade with a
friend
• Create name trains
• Compare and sort trains
Centers
• Library and Listening-Identify words
in sentences
• Math-Sort name trains
.Math-Show the children different
paths to get to the same place the
children measure anf find out the
shortest path to their destination
• Construction-Build using small boxes
• Creativity Station-Decorate paper to
use as wrapping paper for boxes
• Fine Motor-Have box races
• Construction-Make rainbow makers
• Creativity Station-Make tissue paper
collages
• Fine Motor-Show children how to fold
paper airplane
Science- Make papermache have the
children construct a shape out of
paper mache.
Weekly Learning
Centers
• Construction-Have stacking races
• Creativity Station-Decorate boxes
covered in plastic wrap
• Fine Motor-Build with smaller blocks
• Construction-Build sentences with
word blocks
• Creativity Station-Make a collage
using environmental print
• Fine Motor-Work with name puzzles
• Construction-Build a house to share
with a friend
• Creativity Station-Paint a group mural
• Fine Motor-String beads for
friendship bracelets
LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3 Day 5
• Uses sentences with more than one
phrase
• Assumes various roles and
responsibilities as part of a classroom
community
• Uses some appropriate writing
conventions when writing or giving
dictation
• Combines ideas for complex
sentences
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Sorts objects that are the same and
different into groups, and uses
language to describe how the groups
are similar and different
• Identifies equal and unequal sets
• Collects data and organizes it in a
graphic representation
• Combines ideas for complex
sentences
• Provides appropriate information for
various situations
• Demonstrates empathy and caring for
others
• Participates in classroom music activities
• Names at least 20 upper- and at least 20
lowercase letters
• Uses a large speaking vocabulary,
adding several new words daily
• Uses some appropriate writing
conventions when writing or giving
dictation
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Begins to have meaningful friends
• Uses a wide variety of words to label and
describe people, places, things, and
actions
• Describes attributes
• Sorts objects that are the same and
different into groups and uses language to
describe how the groups are similar and
different
• Collects data and organizes it in a
graphic representation
• Coordinates sequence of movements to
perform tasks
• Initiates problem solving strategies and
seeks adult help when necessary
• Increasingly interacts and communicates
with peers to initiate pretend-play
scenarios that share a
common plan and goal
Learning Goals
• Is aware of own feelings most of the
time
• Demonstrates empathy and caring
for others
• Names at least 20 upper- and at
least 20 lowercase letters• Demonstrates receptive vocabulary (three to
four thousand words)
• Asks and answers appropriate questions about
the book
• Combines sentences that give detail, stays on
topic, and clearly communicates
• Uses a wide variety of words to label and
describe people, places, things, and actions
• Uses information learned from books by
describing, relating, categorizing, or comparing
and contrasting
• Combines syllables into words
• Slides, flips, and turns shapes to demonstrate
that the shapes remain the same
• Describes attributes
• Sorts objects that are the same and different
into groups and uses language to describe how
the groups are similar and different
• Assumes various roles and responsibilities as
part of a classroom community
• Increasingly interacts and communicates with
peers to initiate pretend-play scenarios that
share a common plan and goal
• Shows understanding by responding
appropriately
• Is aware of own feelings most of the time
• Produces a word that begins with the same
sound as a given pair of words
• Names at least 20 upper- and at least 20
lowercase letters
• Uses information learned from books by
describing, relating, categorizing, or comparing
and contrasting
• Uses a large speaking vocabulary, adding
several new words daily
• Shows initiative in independent situations and
persists in attempting to solve problems
• Uses a wide variety of words to label and
describe people, places, things, and actions
• Initiates problem-solving strategies and seeks
adult help when necessary
• Describes, observes, and investigates
properties and characteristics of common objects
• Describes attributes
• Names common shapes
• Sorts objects that are the same and different
into groups and uses language to describe how
the groups are similar and different
• Demonstrates an understanding that others
have
perspectives and feelings that are different from
her own
• Shows initiative in independent situations
and persists in attempting to solve problems
• Initiates problem-solving strategies and seeks
adult help when necessary
• Increasingly interacts and communicates with
peers to initiate pretend-play scenarios that share
a common plan and goal
• Demonstrates empathy and caring for others
• Names at least 20 upper- and at least 20
lowercase letters
• Demonstrates receptive vocabulary (three to
four thousand words)
• Uses information learned from books by
describing, relating, categorizing, or comparing
and contrasting
• Asks and answers appropriate questions about
the book
• Produces a word that rhymes with a given word
• Combines ideas for complex sentences
• Verbally identifies, without counting, the number
of objects from 1 to 5
• Slides, flips, and turns shapes to demonstrate
that the shapes remain the same
• Sorts objects that are the same and different
into groups and uses language to describe how
the groups are similar and different
• Describes, observes, and investigates
properties and characteristics of common objects
• Provides appropriate information for various
situations
Date Teacher
Literacy Math
• Building community- Sing "I Can Be a
Pretzel" (p171) Today we will learn
about creating sculptures from dough
and clay and collages from fabric and
paper. Calming
Strategy- Perform Pretzel (p171)
• Morning Message- It is fun to sculpt
and mold play dough.
Connect: Implement Absent Child and
Welcome Back Rituals. Play "People
to People" (p175) Commit-
Implement Safe Keeper and Daily
Commitment Rituals.
LESSON
COMPONENTS
Greeting Circle
Day 1 Day 2 Day 3
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
• Create a chart of dance moves
• Participate in telling the story
Centers
• Library and Listening-Listen to a story
• Gross Motor Area-Make up new
dance moves
• Writer's Corner- Have the hcildren
write the types of movemnetsd they
used when danicng the numeral dance
Moving and
Learning
“Put Your Little Foot” • “Pasitos” dance
• Discuss the power of words
• Introduce onomatopoeia, alliteration,
and rhyming words
Centers
• Writer's Corner- Have the children
use gel bags to trace numerals
• Language and Literacy-Match
rhyming items
• Library and Listening-Identify
powerful words in a story
Dance! • ¡A bailar!
• Make story predictions
• Contrast ordinary and extraordinary
“The Runaway Cookie Parade” • “Las
galletitas que se escaparon”
participation story
• Develop action word vocabulary
• Participate in telling a story
Phonic- Phonic book letter Zz
Skidamarink • ¡Es amor!
• Discuss meaning of love
• Introduce inspire
“The Surprise” • “La sorpresa” chalk
and prop story
• Describe illustrations
• Make inferences
Phonic- Read the story "Zack the lazy
Zebra"
Twinkle, the Little Star • Chispita la
estrellita
• Create a prop for story
• Play the role of Twinkle
Three Bears’ Rap • El rap de los tres
osos
• Introduce collage as style of
illustration
• Compare collages to other
illustrations
Phonic-Phonic book work on letter Zz
Nature’s Giants • Gigantes de la
naturaleza
• Recognize descriptions as creations
• Discuss inspiration for descriptions
Fanny Frog’s Fantastic Poems and
Rhymes • Salta, saltarín
• Experience poetry
• Introduce elements of poetry
Phonic- work on letter Zz picture word
journal
Pantomime “Body Talk in Rhyme” Follow directions to “Shake Your
Reader Ribbons”
Day 5
• Building community- Sing
"Skidamarink" Today we will be
creating books.
• Morning Message-Please make a
book from the paper in the center.
Connect: Implement Absent Child and
Welcome Back Rituals. Review "Get
Ready" (p 173) Commit-
Implement Safe Keeper and Daily
Commitment Rituals.
Calming Strategy- Teach Gratitude
Attitude (p 168)
Day 4
• Building community- Sing along with
"Lizzie Leaping Lizard" (p185) Today
we will learn about creating words to
communicate.
• Morning Message- Pencils and
markers are tools for writing.
Connect: Implement Absent Child and
Welcome Back Rituals. Review the
song "Welcome" (p 174)
Commit- Implement Safe Keeper and
Daily Commitment Rituals.
Calming Strategy- Perform one of the
strategies from this week.
• Compare illustrations in different
books
• Introduce idea of intentionality
Centers
• Writer's Corner-Create an illustration
• Creativity Station-Paint with different
brushes
• Fine Motor-Fingerpaint
.
• Discuss sculptures
• Describe clay sculptures
Centers
• Writer's Corner-Describe sculptures
• ABC-Shape letters with clay
• Creativity Station-Create clay
sculpture or collage
.
Lesson Plans for I Build! I Create! • I Can Create (Week 4)02/26/18-03/02/18 Ms. Kari
inspiration, inspiraciónWonderful Word TechnologyFrog Street Math; Reading Buddy; Tux Paint
• Develop concept of gratitude
• Write and draw a cooperative book
Centers
• Writer's Corner-Complete pages for
book
• Library and Listening-Listen to and
retell story
• Language and Literacy-Read
wordless book
Character
Education
Cooperation, Colaboración
Intentionality, Intencionalidad
Letter
Knowledge
English-M, m, P, p, F, f
Spanish-M, m, P, p, F, f
alliteration, attribute, collages, convey, create, extraordinary, flatten, grateful, gratitude, images, imaginative, inspired , intentionality , numeral, pentagon, quadrilateral,
sculpture, strategy
Identifying and Labeling SetsOral Language, Phonological Awareness
English Vocabulary
Animal Friends • Amigos animales
• Identify characters in wordless book
• Dictate a story for the book
This Way to Pre-K • Camino a Pre-
Kinder
• Develop story walk chart
• Retell story using chart
Phonic- review site words "iword sort"
Spanish Vocabularyaliteración, atributo, collages, transmitir, crear, extraordinario, aplanar, agradecido, imágenes, imaginativo, inspirado , intención , numeral, pentágono , cuadrilátero,
escultura, gratitud, estrategia
Dance with streamers Play Freeze • Inmóvil
• Building community- Sing "This Old
Man Is Rockin' On" (p192) This week
we will continue learning about
constructing and creating. Today we
will focus on music, singing, and
dancing.
• Morning Message- I can make up
and perform fancy dances!
Calming strategy: Play "Look At Me "
p.(174)
Connect: Implement Absent Child and
Welcome Back Rituals. Invite chidlren
to dance jto "Shubert Shuffle" (p178)
Commit- Implement Safe Keeper and
Daily Commitment Rituals.
• Building community- Sing "Look
What I Create" (p185) Today we will
learn about creating drawings and
paintings.
• Morning Message- I create fantastic
paintings and murals.
Calming Strategy: Introduce the
calming strategy Painter's Reach
(p169)
Connect: Implement Absent Child and
Welcome Back Rituals.
Commit- Implement Safe Keeper and
Daily Commitment Rituals.
LESSON
COMPONENTSDay 1 Day 2 Day 3 Day 5Day 4
Weekly Learning
Centers
• Fine Motor-Create various hues of
green by mixing food coloring
• Creativity Station-Draw with various
mediums
• Construction-Decorate paper bag
blocks with markers
• Fine Motor-Practice the directions of
the How to Care for Books • Cómo
cuidar los libros rebus poster using
books
• Creativity Station-Illustrate pretend
books
• Construction-Add a few small books
to the center. Encourage children to
build bookshelves for the books.
Social Skills
• Share children’s We are Grateful •
Estamos agradecidos books
• Introduce numerals 1 through 9
• Analyze shape attributes of numerals
Centers
• Writer's Corner-Trace numerals on
gel bags
• Gross Motor Area-Hop along number
line
Math- Use cubes to measure capacity
of cups
Virtue- Discuss intentonality talk about
how artist use this to pre-plan drawings
show the chldren picture and have
then plan what they are inspired to
draw by these pictures
• Fine Motor-Make play dough
creations using buttons, lace and
beads
• Creativity Station-Make torn-paper
collages
• Construction-Build statues with
blocks or stuff paper bags to create a
sculpture
• Fine Motor-Use markers to copy
short sentences
• Creativity Station-Paint a design
using the child's name
• Construction-Build towns and then
create signage for streets and
buildings
• Fine Motor-Make music using ways
other than instruments
• Creativity Station-Draw or paint
covers for their musical instruments
• Construction-Make musical
instruments
PATH- Define the feeling excited talk
about facial features associated with
this feeling
PATH- Have the children gather in
group have them play the game "
Excited Feelings"
Manners - review telephone skills
remind the children that a telephone is
not a toy
• Introduce forming a mental picture for
quantification
• Play Finger Flash • Muestra con los
dedos
Centers
• Sensory Table-Make wet sand prints
to match number in set
• Math-Make handprint counting
boards
• Review introduced polygon shapes
• Introduce hexagon and pentagon
Centers
• Sensory Table-Create number
sculptures
• Math-Make five-pattern-block picture
Math-Introudce measuring capacity
.
• Introduce tally marks
• Review quantification strategies
Centers
• Creativity Station-Create a button-
counting book
• Library and Listening-Browse through
counting books
Math-Usa a scale to compare wieght
of objects
Math and Science
• Practice identifying the number of
objects without counting
• Introduce strategies for determining
number of objects in a set
Centers
• Creativity Station-Create and count
thumbprint frogs
• Math-Practice counting out sets
Math-Work on measuring shapes with
paper clips
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Outdoor Learning
• Invite children to use chalk to draw
pictures on the sidewalk, or attach
easel paper to the fence (or take
easels outdoors) and encourage
children to paint an outdoor scene.
• Turn a strip of masking tape
backwards and place it on children’s
arms to make a bracelet. Encourage
children to create a bracelet using
items they find outdoors (leaves, bark,
twigs, pebbles).
• Provide colorful sheets of cellophane
and challenge children to create
colorful shadows.
• Invite children to write the story for a
wordless book outdoors.
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Character
Education
• Take rhythm band instruments
outdoors.
Invite children to have a parade.
Closing CircleTime:
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
LESSON
COMPONENTSDay 1 Day 2 Day 3 Day 5Day 4
• Is aware of own feelings most of the
time
• Demonstrates empathy and caring
for others
• Produces a word that begins with the
same sound as a given pair of words
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Combines ideas for complex
sentences
• Retells or reenacts a story after it is
read aloud
• Provides appropriate information for
various situations• Combines sentences that give detail,
stays on topic, and clearly communicates
• Counts up to ten items and demonstrates
that the last count indicates how many
items were counted
• Recognizes one-digit numerals 0 through
9
• Collects data and organizes it in a
graphic representation
• Assumes various roles and
responsibilities as part of a classroom
community
• Uses books and other written materials
to engage in prereading behaviors
• Seeks to understand print
Learning Goals
• Is able to increase or decrease
intensity of emotions more
consistently, although adult guidance
is sometimes necessary
• Demonstrates empathy and caring
for others
• Produces a word that begins with the
same sound as a given pair of words
• Demonstrates receptive vocabulary
(three to four thousand words)
• Retells or reenacts a story after it is
read aloud
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Uses some appropriate writing
conventions when writing or giving
dictation• Coordinates sequence of movements to
perform tasks
• Counts up to ten items and demonstrates
that the last count indicates how many
items were counted
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Recognizes one-digit numerals 0 through
9
• Responds to different musical styles
through movement and play
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Produces a word that begins with the
same sound as a given pair of words
• Uses a variety of art materials and
activities for sensory experience and
exploration
• Demonstrates interest in and shows
appreciation for the creative work of
others
• Asks and answers appropriate
questions about the book• Shows understanding by responding
appropriately
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Combines words to make a compound
word
• Counts one to ten items, with one count
per item
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Recognizes one-digit numerals 0 through
9
• Uses art as a form of creative self-
expression and representation
• Is able to increase or decrease intensity
of emotions more consistently, although
adult guidance is sometimes necessary
• Increasingly interacts and communicates
with peers to initiate pretend-play
scenarios that share a common plan and
goal
• Produces a word that begins with the
same sound as a given pair of words
• Retells or reenacts a story after it is read
aloud
• Uses a wide variety of words to label and
describe people, places, things, and
actions
• Demonstrates interest in and shows
appreciation for the creative work of others
• Demonstrates receptive vocabulary
(three to four thousand words)
• Independently writes letters on request
• Counts up to ten items and demonstrates
that the last count indicates how many
items were counted
• Recognizes one-digit numerals 0 through
9
• Creates shapes
• Investigates and describes sources of
energy including light, heat, and electricity
• Describes, observes, and investigates
properties and characteristics of common
objects
• Initiates problem-solving strategies and
seeks adult help when necessary
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Demonstrates knowledge of
nonverbal conversational rules
• Names at least 20 upper- and at
least 20 lowercase letters
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Demonstrates receptive vocabulary
(three to four thousand words)
• Asks and answers appropriate
questions about the book
• Recognizes at least 20 letter sounds• Produces a word that begins with the
same sound as a given pair of words
• Demonstrates that the order of the
counting sequence is always the same
regardless of what is counted
• Recognizes one-digit numerals 0 through
9
• Describes attributes
• Produces a word that begins with the
same sound as a given pair of words
• Perceives differences between similar-
sounding words
• Shows understanding by responding
appropriately
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